Writing goals is always an art. It is sometimes helpful to see some examples. This semester here are some great goals. The names have all been changed except for the clinician names are real.
Articulation Goals:
Kristen wrote these goals
| Baseline level of performance: At the beginning of the semester, Wendy produced initial OR words with 77% accuracy as measured by The Entire World of R – Advanced Screening. |
| Goal: By the end of the semester, Wendy will improve her production of OR as evidenced by her ability to produce initial OR at the single word level with 90% accuracy. |
| Baseline level of performance: At the beginning of the semester, Annabelle frequently substituted /eɪ/ for /aɪ/ both within the context of The Goldman Fristoe Test of Articulation – 2 and conversational speech. |
| Goal: By the end of the semester, Annabelle will improve her articulation skills as measured as evidenced by her ability to produce /aɪ/ and /eɪ/ minimal pairs with 80% accuracy. |
Stacey wrote these goals
| Baseline Level of Performance: Betsy produced /ear/ words on the Entire World of R Advanced Screening with 66% accuracy, although she was stimulable for 77% of the words. |
| Goal: By the end of the semester, Betsy will improve articulation of /ear/ medial words as evidenced by her ability to produce /ear/ at the word level with 85% accuracy across two sessions. |
| Baseline Level of Performance: Christine produced final /er/ words with 77% accuracy on the Entire World Advanced Screening, although she was stimulable for 88% of the final /er/ words. |
| Goal: By the end of the semester, Christine will improve articulation of final /er/ words as evidenced by her ability to produce /er/ at the word level with 80% accuracy across two sessions. |
Heather wrote the following goals:
| Baseline level of performance: At the beginning of the semester, Debbie judged the clinician’s correct production of initial OR with 70% accuracy and her own production of with 40% accuracy. |
| *Goal: By the end of the semester, Debbie will improve her self-monitoring skills during production of OR words as evidenced by her ability to differentiate between correct and incorrect OR production with 80% accuracy. |
| Baseline level of performance: At the beginning of the semester, Elaine produced initial OR words with 77% accuracy as measured by The Entire World of R – Advanced Screening. |
| Goal: By the end of the semester, Elaine will improve her articulation skills as evidenced by her ability to produce initial OR at the single word level with 90% accuracy. |
| Baseline level of performance: At the beginning of the semester, Elaine frequently substituted /eɪ/ for /aɪ/ both within the context of The Goldman Fristoe Test of Articulation – 2 and conversational speech. |
| Goal: By the end of the semester, Elaine will improve her articulation skills as evidenced by her ability to produce /aɪ/ and /eɪ/ minimal pairs with 80% accuracy. |
Taylor wrote this goal:
| Baseline level of performance: Freddy inaccurately produced medial and final /g/ during administration of the GFTA-2 Sounds-in-Words subtest. He is stimulable for the /g/ sound as evidenced by his ability to articulate /g/ in the initial position. |
| Goal: By the end of the semester, Freddy will improve intelligibility as evidenced by accurate production of final /g/ at the single-word level using imitation without cueing with 90% accuracy across three sessions. |
Voice
| Baseline level of performance: Darlene Hread a scripted dialogue with an average loudness of 67 dBSPL at a distance of 30 cm’s during a non-standardized assessment. |
| Goal: By the end of the semester, Darlene will demonstrate increased loudness as evidenced by her ability to read scripted dialogue at 72 dBSPL measured 30 cm’s away across 4 sessions. |
Language
Andrea wrote this goal:
| Baseline level of performance: Evan Machieved 0% accuracy for understanding the prepositions “behind,” “on” and “over.” |
| Goal: By the end of the semester, Evan will demonstrate improved receptive and expressive language as evidenced by his ability to produce and point to visual representations of the prepositions “behind,” “on” and “over” with 70% accuracy across two sessions given visual support. |
Heather wrote the below goal:
| Baseline level of performance: At the beginning of the semester, Fran provided surface details during story retelling, but did not include the initiating event or internal response leading to the characters’ actions. |
| Goal: By the end of the semester, Fran will improve her narrative language skills as evidenced by her ability to include the initiating event and the internal response of the main character(s) during story retelling tasks in 2/3 opportunities across three consecutive sessions. |
| Baseline level of performance: At the beginning of the semester, Gloria answered simple story comprehension questions with 60% accuracy during joint book reading activities. |
| Goal: By the end of the semester, Gloria will improve her receptive language skills during joint book reading activities as evidenced by her ability to identify story characters with 80% accuracy across two sessions when provided with visual supports. |
| Baseline level of performance: At the beginning of the semester, Holly used the carrier phrase “I want” to request objects; however, she requested objects based on the order in which their visuals were provided rather than using the visual support board intentionally. |
| Goal: By the end of the semester, Holly will improve her expressive language skills as evidenced by her ability to use the carrier phrase “I see” to generate complete sentences to describe objects by color and category with 80% accuracy across two sessions when provided with visual supports. |
Taylor wrote this goal:
| Baseline level of performance: Jack received a standard score of 76 upon administration of the SPELT-3. |
| Goal: By the end of the semester, Jack will improve morphosyntactic skills as evidenced by his ability to apply the plural –es rule to appropriate nouns with 85% accuracy during structured and unstructured tasks. |
Social Pragmatics
| Baseline level of performance: Frank demonstrated ability to match complex emotion words with scenes and reactions of characters in the Spongebob Squarepants episode when provided multiple-choice options. |
| Goal III: By the end of the semester, Frank will enhance pragmatic skills evidenced by his ability to identify complex emotions in characters from sitcom television shows with 90% accuracy when provided a list of words. |
Heather wrote this:
| Baseline level of performance: At the beginning of the semester, Gail’s conversational turns predominantly consisted of short one-sentence comments during conversations with the clinician. |
| Goal: By the end of the semester, Gail will extend her conversational turns as evidenced by her ability to include at least two sentences per turn during conversations with the clinician. |
| Baseline level of performance: At the beginning of the semester, Hannah did not ask any follow up questions across three conversations. The majority of her questions were used to move onto another aspect of the topic (e.g. moving from favorite animal to favorite pet) rather than seek further clarification. |
| Goal: By the end of the semester, Hannah will improve her conversational skills as evidenced by her ability to ask at least two follow up questions during a conversation with the clinician. |
| Baseline level of performance: At the beginning of the semester, Jenny said “hi” and responded to the clinician’s greeting question and compliment, but did not return the question or compliment and never looked her conversational partner in the eyes. |
| Goal: By the end of the semester, Jenny will improve her social pragmatic skills as evidenced by her ability to execute a greeting script while looking the conversational partner in the eyes and accurately taking four conversational turns across three sessions when provided with visual supports. |
| Baseline level of performance: At the beginning of the semester, Kathleen identified 6/12 emotions within a cartoon clip, but could not explain her reasoning for selecting particular emotions. |
| Goal: By the end of the semester, Kathleen will improve her pragmatic language skills as evidenced by her ability to correctly identify emotions in response to live-action facial expressions with 70% accuracy across two sessions when provided with visual supports. |
Etta wrote the below goal.
| Baseline level of performance : When identifying SpongeBob’s emotions on the stress thermometer, Larry was able to accurately and independently identify the correct emotions 3/5 times (60%). |
| Goal:. By the end of the semester Larry will improve his ability to identify emotions as evidenced by his ability to accurately verbally explain how someone might feel in a situation presented visually by the clinician (photograph or video) 80% of the time. |
| Baseline level of performance: Matthew was able to successfully partiipcate in 8/12 (or 67%) of the visual greeting script with the clinican. |
| Goal: By the end of the semester Matthew will improve his social communication skills as evidenced by his ability to complete a visual greeting script with 80% accuracy. |
Andrea wrote this goal.
| Baseline level of performance Greg rarely asks questions about others and their experiences/ opinions and primarily asks questions based on needs/wants. His eye contact is significantly limited and he often takes several seconds before responding rather than indicating “he is thinking.” |
| Goal: By the end of the semester, Greg will improve his social conversational skills as evidenced by his ability to ask questions to find out about others’ opinions/experiences and use eye contact at least half of the time with minimal verbal and visual cues across two sessions. |
Executive Functioning
TIME MANAGEMENT
Etta wrote this goal.
| Baseline level of performance: Arnold indicated in his Social Thinking Dynamic Assessment Protocal Interview that he completes his homework very quickly, even if it is a long term project that he is doing the night before it is due. |
| Goal: By the end of the semester Arnold will improve his time management abilities as evidenced by his ability to accurately estimate the amount of time the tasks on his schedule will take at the beginning of the session within 5 minutes of the actual amount of time they take, 90% of the time across two sessions. |
Writing Goal
Etta wrote the below goal
WRITTEN LANGUAGE
By the end of the semester Mark will improve his written language abilities as evidenced by his ability to brainstorm at least three ideas independently to support the topic of interest in 3 out of 4 instances as measured by the clinician.
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